A Checklist of Information Competencies for College Students
This Checklist is a collaborative work by a team of California State University and California community
college librarians. Together, we are developing a common understanding of the competencies students
should master during their college years. The Checklist is intended to be a succinct list of essential
competencies. We hope it will encourage collaboration among libraries serving two- and four-year
institutions and also serve as a resource for planning and assessing information literacy programs.
Lower Division Students ♦ Basic Information Resources and Search Strategies
Ability to:

use signage, maps, and user guides to locate library collections and services

use the library’s classification system to browse by subject and to locate an item by call number

develop a focused topic and strategies for obtaining needed information

gather background information in books and encyclopedic works

search by author, title, and keyword in library online catalog and locate relevant items

identify relevant keywords and controlled vocabulary terms for searching a topic

conduct a search in an interdisciplinary database (e.g., Expanded Academic ASAP) using Boolean
operators, limit function, etc.

identify relevant subject databases, e.g., PsycInfo and execute a basic search

use database features to mark/save/print/email citations and link to fulltext

interpret catalog and database search results; link from subject headings to find additional resources

determine local availability of cited items and use interlibrary loan services as needed

match search tool to information need: academic library databases, search engines (e.g., Google), etc.

evaluate information gathered by such criteria as: relevance, authority, currency, peer review process

revise topic and/or strategy if search results are unsatisfactory

understand and differentiate between primary vs. secondary, popular vs. scholarly resources

summarize, organize, and synthesize information found

cite sources properly according to appropriate style guide

observe copyright guidelines; legally obtain, store, and use text and data

recognize the need for information for any purpose (academic, work, personal)
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Upper Division Students ♦ Disciplinary Resources and Critical Evaluation
Ability to:

identify and use specialized reference sources in the major field, e.g., subject dictionaries

use special features of subject databases, e.g., chemical structure searching in SciFinder Scholar

select controlled vocabulary specific to the discipline

use appropriate subject-based style manuals and/or citation style formatting software

describe how research literature is generated and disseminated in the major subject

identify investigative methods in the major subject, e.g., fieldwork in anthropology

identify and use unique resources in the major subject, e.g., case studies (business) and datasets
(geography)

observe guidelines and standards endorsed by the discipline/profession, e.g., human subjects research

use appropriate criteria to evaluate and select resources suitable for upper-division work, such as
relevance, scope, authority, objectivity, and currency

perform cited reference searches in order to follow a research topic forward and backward in time

conduct a comprehensive literature review for papers/projects, including books, journal articles,
dissertations, technical reports, non-print media, etc.

analyze a body of research literature, drawing conclusions and developing new insights

use research collections beyond the local library when needed (e.g., special libraries and archives)

apply ethical and legal principles to the use of information in all formats and contexts

apply acquired information and research skills in new situations and contexts
Project Coordinator & Editor: Susan Klingberg
Contributors: Pam Baker, Topsy Smalley, & Bonnie Gratch-Lindauer
Consultant: Ilene Rockman
Source Documents:
“Online Tutorials.” CSU Information Competence. 1999. <http://www.lib.calpoly.edu/infocomp/modules>
Information Literacy Competency Standards for Higher Education. Chicago: ACRL, 2000.
http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm#stan
“Competencies For Each Year of Study.” Information Literacy: Program and Desired Outcomes. University of
Connecticut Libraries, 2003.
<http://www.lib.uconn.edu/using/tutorials/instruction/infolitmain.htm>
4/25/05
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